M.B.A. / The intention of the study is to determine the effectiveness and efficiency of the training programmes run by the Training and Development section in the Office of the Auditor General (OAG). Entering into the 21st century in South Africa, training and development has emerged in business as the way to create employment and develop skills. Worldwide the economy is on a fast path of globalisation. Due to globalisation and the changes required in global markets, training and development is the driving force to meet the demand for technical staff and highly skilled workers to meet with economic challenges. The majority of the South African labour force requires new or significantly expanded skills to keep up with the demands of their jobs. This includes new technology, management, customer service and basic skills training. Through training, employees gain skills, abilities, knowledge and attitudes that help them perform effectively in present and future jobs. The literature examined the determination of training needs, developing training programmes, selection of trainees, training objectives, different training programmes, presentation of training, conditions for effective training, the training practitioner and the evaluation of training. The findings of the research have assessed the functional value of the training from literature; determined the attitudes of the participants in the training programmes; ascertained that the emotional needs of the participants have been met; determined that training and communication within the OAG is adequately managed and determined that training and customer service are sufficiently interfaced.

The research problem in this study was to identify what mentoring strategies organisations can use to facilitate the objectives of the Employment Equity Act (Act 55 of 1998). To achieve this objective a nine-phase theoretical model for organisational mentoring was presented. The presentation of the theoretical model consisted of the following three sub-processes: -The first consisted of a survey of literature related to the development of the Employment Equity Act (Act 55 of 1998) and the implications of the Act for organisations: The second comprised surveying the literature dealing specifically with the impact of mentoring programmes on career development, organisational success and career satisfaction, particularly in terms of employees from designated groups; The third surveyed the literature dealing with various mentoring strategies and models used by organisations for facilitating management development. The theoretical model served as a basis for drawing up a survey questionnaire to establish the extent to which individuals at different levels in the organisations agree with the theoretical model developed in the study. The survey questionnaire was sent to a random sample of individuals employed in the automobile industries of the Nelson Mandela Metropolitan Municipality and the Buffalo City Metropole. The empirical results obtained from the survey indicated a strong concurrence with the theoretical organisational mentoring model presented in the study. These results were included in the theoretical model, leading to the development of an integrated model for organisational mentoring. From the survey literature and the study it became evident that if organisations plan to introduce mentoring strategies that will contribute towards facilitating their employment equity objectives, it is necessary to ensure that a transformational culture exists. Many South African organisations are currently experiencing problems in recruiting, training and retaining individuals from designated groups. The introduction of a mentoring programme based on the integrated model for organisational mentoring cannot be considered as the sole strategy for alleviating these problems and for facilitating management development to achieve the objectives of the Employment Equity Act (Act 55 of 1998). However, when this programme is effectively managed and incorporated into the overall development programme of an organisation committed to transformation, the potential to ease these problems and achieve the objectives of the Employment Equity Act (Act 55 of 1998) is greatly enhanced.

Sanlam Sky is a division of the Sanlam Group focusing on the developing markets. The division plays an important role in employing previously disadvantaged people with little or no prior training and experience. Training is the methodical development of Knowledge, Skills and Attitude that is required by the employee to perform a given task on the job satisfactorily. The training department therefore has a key responsibility of providing effective training to the newly appointed and existing employees and can be viewed as an essential vehicle for company success. The study identified that investment is allocated for the training and development of employees over the past years at Sanlam Sky and the organisation has not measured the effectiveness of training prior to this study. The main purpose of this study was to determine if the training initiatives at Sanlam Sky are effective or not and then identify factors to improve effectiveness of training at Sanlam Sky. The study also addresses the question of “what are the assessment methods for measuring T&D effectiveness that exist in the literature?” The empirical study included the distribution of a self-administered questionnaire amongst operations and distribution staff. Data was collected from multiple sources including 88 respondents and triangulated with unstructured interview data sourced from the learning managers; this data was used to assess the effectiveness of training and develop strategies for improvement. The findings indicate that the training provided at Sanlam Sky is effective, however there are no clear guidelines on identifying training needs in the organisation. The study identified that there is no evaluation framework that is used at Sanlam Sky. The trainees are not given an opportunity to choose how they want their training to be facilitated. Hypothesis of the study was tested and finally the study offers recommendations to be implemented in improving the effectiveness of training.

The hypothesis was investigated that school training was more effective than on-the-job training. Of a sample of 349 male subjects, 217 received on-the-job training and 132 received school training. Data were collected and analyzed on tenure, performance, promotions, salary increases, and accidents. Training type had a significant positive correlation with tenure and accident occurrence at the .01 and .05 level, respectively, and a significant correlation with salary increase at the .05 level. A regression model using accident occurrence and salary increase yielded a prediction of training type significant at the .05 level. No difference was found between the two types of training, as measured by the study variables.

Employee training is designed to help ensure successful achievement of business goals. Training's expense encourages the investigation of behavioral changes. The present study evaluated behavioral changes that occurred as a result of a Business Process training course. A performance rating measure was designed to assess the behaviors addressed in the course. A group of 52 people took the training. Performance was measured using a pretest, and then posttest three months later. A control group of 52 people also responded to the performance measure twice, without training. A second control group of 52 took a posttest only. MANOVA results showed a significant difference between change scores at the .001 level, indicating that the training did change behavior. The control group posttest scores differed somewhat between the two control groups, indicating a possible pretest effect.

M.Phil. (Training Management) / Training can only be cost-effective and goal-orientated when it is .directed at the needs of the individual. Goal-orientated training is, however, dependant upon the trainers ability to provide for a model aimed at not only the needs of the individual, but which also caters for the specific work situation and the demands of the organisation. The study is therefore directed at the provision of a scientific model to determine and evaluate training needs. The literature study also places the emphasis on especially needs assessment, needs assessment processes and models. The assessment of needs is discussed as part of the systematic approach for training and the chief objective is formulated to provide the correct training for each individual with due cognisance to the knowledge and skills already attained and which will meet the requirements of the post he occupies or will occupy.

Five learning measures used in a skills training program were related to three types of job performance measures for a sample of 163 oil field employees. Statistical analyses resulted in only modest correlations between learning and job performance criteria. Factor analyses of learning measures followed by multiple regression on factors yielded a significant R with only one criterion measure. It was concluded from these data that the training program was of minimal value. The discussion centered on strategies for better training, training research, job engineering, and correcting the two limitations of this study.

Not available / text

Thesis (MBA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Nampak is the industry leader in the paper and packaging industry. There are over 20 divisions which fall under the Nampak banner, supplying a diverse range of primarily packaging material, from plastic carrier bags to glass bottles. A few years ago top management realised the need to move the Nampak group into the realm of world class. This paradigm shift required a substantial education and training initiative, and so the Nampak "Colleges" were created to support and underpin the World Class Manufacturing & Services ethic that each and every division would adhere to. All Nampak training interventions or processes are based on experiential learning. Candidates are introduced to concepts and theory, given opportunities to analyse case studies, conduct plant-level audits and give feedback to the general managers of the plants. In addition each delegate is given a project to be completed in the work place. The aim of this research is to assess the effectiveness of the Nampak WCM&S College 5 using an evaluation framework. The literature was reviewed in order to: • develop an evaluation framework; • establish an evaluation process; • facilitate the construction of a relevant test format. The test instrument was designed based on the principles of test construction and Kirkpatrick's model for evaluation. Data was collected for pre and post-tests for phase 2 and phase 3, analysed using descriptive statistics and reported on at the beginning at each phase as well as at the Trade Show. The evaluation results proved to be very positive and the evaluation process was incorporated into the design of all future College interventions. / AFRIKAANSE OPSOMMING: Nampak is die nywerheidsleier in die papier en verpakkingsbedryf. Daar is meer as 20 afdelings wat deel van Nampak uitmaak wat 'n diverse omvang van hoofsaaklik verpakkingsmateriaal verskaf, insluitend plastiek draagsakke en glas bottels. 'n Paar jaar terug het hoofbestuur besef dat Nampak tot wêreldklas status moet aandryf. Hierdie paradigma verandering het 'n aansienlike opvoedings- en opleidings-fokus benodig en die Nampak "Colleges" is geskep om die "WCM&S" etiek te ondersteun wat elke afdeling by sou bly. Alle Nampak opleiding tussenkomstes of prosesse word gebasseer op experiential geleerdheid. Kandidate word aan konsepte en teorieë voorgestel word geleenthede gegee om gevalstudies te analiseer, fabriek oudite te doen en terugverslag te gee aan die algemene bestuurders van die fabrieke. Elke afgevaardigde word ook 'n projek gegee om by die werk te voltooi. Die doel van hierdie navorsing is om die doeltreffendheid van die Nampak WCM&S College 5 te evalueer deur middel van 'n evalueeringsraamwerk. Die leesstof was hersien om 'n evalueerings raamwerk te ontwikkel; 'n evalueerings proses te vestig; die konstruksie van 'n toepassende toetsformaat aan te help. Die toets-instrument was ontwerp gebaseer op die beginsels van toets konstruksie en die Kirkpatrick model vir evalueering. Data is bymekaar gemaak vir voor- en na-toetse vir fases 2 en 3, geanaliseer deur middel van beskrywende statistieke en daar is verslag daarop gedoen by die begin van elke fase asook by die Handeisskou. Die evalueering resultate was baie positief en die evalueerings proses is saamgebring by die ontwerp van alle toekomende College tussenkomstes.

This study examined training evaluation practices in U.S. nonprofit sector organizations. It offered a framework for evaluating employee training in the nonprofit sector and suggested solutions to overcome the barriers to evaluation. A mail survey was sent to 879 individuals who were members of, or had expressed an interest in, the American Society for Training and Development. The membership list consisted of individuals who indicated association/nonprofit or interfaith as an area of interest. Data from the survey show that training in the nonprofit sector is evaluated primarily at Level 1 (reaction) and Level 2 (learning). It also shows decreasing use from Level 3 (application) through Level 5 (ROI). Reaction questionnaires are the primary method for collecting Level 1 data. Facilitator assessment and self-assessment were listed as the primary method for evaluating Level 2. A significant mean rank difference was found between Level 2 (learning) and the existence of an evaluation policy. Spearman rho correlation revealed a statistically significant relationship between Level 4 (results) and the reasons training programs are offered. The Kruskal-Wallis H test revealed a statistically significant mean rank difference between "academic preparation" of managers with Level 3 evaluation. The Mann-Whitney U test was used post hoc and revealed that master's degree had a higher mean rank compared to bachelor's degree and doctorate. The Mann-Whitney U test revealed that there were statistically significant mean rank differences on Level 1, Level 2, Level 3, and Level 5 evaluation use with the barriers "little perceived value to the organization," "lack of training or experience using this form of evaluation," and "not required by the organization." Research findings are consistent with previous research conducted in the public sector, business and industry, healthcare, and finance. Nonprofit sector organizations evaluate primarily at Level 1 and Level 2. The existence of a written policy increases the use of Level 2 evaluation. Training evaluation is also an important part of the training process in nonprofit organizations. Selecting programs to evaluate at Level 5 is reserved for courses which are linked to organizational outcomes and have the interest of top management.